{"id":412,"date":"2022-02-03T14:56:46","date_gmt":"2022-02-03T22:56:46","guid":{"rendered":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/?p=412"},"modified":"2022-02-03T14:56:46","modified_gmt":"2022-02-03T22:56:46","slug":"feedback-vs-feed-forward","status":"publish","type":"post","link":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/2022\/02\/03\/feedback-vs-feed-forward\/","title":{"rendered":"Feedback vs Feed Forward"},"content":{"rendered":"\n<p class=\"has-background wp-block-paragraph\" style=\"background-color:#ffe6ac\">When thinking about feedback, I am reminded of the hours spent writing detailed comments on science labs. In my mind, I pictured students looking at the comments and thoughtfully using the suggestion for improvement.&nbsp; Often I watched students skim the comments, skip to the final grade,and then bury the assignment in their binder. I realized that I was spending more time making comments than the students spent reading them.&nbsp; If students aren\u2019t using the feedback, then what\u2019s the point of it? &nbsp;<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-style-default is-layout-flow wp-block-quote-is-layout-flow\"><p><strong>\u201cAs soon as students get a grade, the learning stops. We may not like it, but the research reviewed shows that this is a relatively stable feature of how the human mind works.\u201d<\/strong><\/p><cite><strong><strong>Dylan Wiliam<\/strong><\/strong><\/cite><\/blockquote>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/01\/grading-overload.jpeg\" alt=\"\" class=\"wp-image-427\" width=\"355\" height=\"198\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\">The purpose of feedback is to move students from where they are to where they need to be.&nbsp; The research clearly establishes the importance of feedback (John Hattie 0.79 effect size) . <strong>When feedback is given and how it is given<\/strong> is critical. &nbsp;As I learned in my own teaching, feedback given after an assignment is turned in rarely produces a change in student learning.&nbsp;For feedback to be effective, think about it as <strong>Feed Forward<\/strong>. It should be action oriented, require critical thinking to deepen understanding, and given throughout the learning process. (<a href=\"https:\/\/youtu.be\/BUPuNc6iYj8\">Video Dylan Wiliam Providing Feedback that Moves Learning Forward 14:57 minutes)<\/a>.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>&#8220;The only important thing about feedback is what students do with it&#8230;&#8221;<\/p><cite>Dylan wiliam<\/cite><\/blockquote>\n\n\n\n<p class=\"has-text-color wp-block-paragraph\" style=\"color:#f42b24\"><strong>Importance for Feedback<\/strong> (video 3:00 minutes)<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"The Importance of Feedback\" width=\"584\" height=\"329\" src=\"https:\/\/www.youtube.com\/embed\/_a4y1nYpsWw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div class=\"wp-block-group has-background\" style=\"background-color:#f8ecfc\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"has-black-color has-text-color wp-block-heading\" id=\"john-hattie-s-three-questions-about-feedback\">John Hattie&#8217;s three questions about feedback<\/h2>\n\n\n\n<ol class=\"has-black-color has-text-color wp-block-list\"><li> <strong>Feed up:<\/strong> <strong>Where am I going?<\/strong>  Teacher clarity is critical (Hattie 0.75 effect size).   Both the student and teacher need to agree on what is being assessed. <\/li><li><strong>Feedback: How am I going?<\/strong>  Immediate feedback throughout the process guides learning.  What is the student doing well?  How is it related to the goal of the task? <\/li><li><strong>Feed Forward: Where to next? <\/strong>Ask open-ended questions that guide the student to the next-level of learning.  Self-assessments and reflections is where the learning happens.<\/li><\/ol>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"410\" height=\"1024\" src=\"https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/01\/feedback-do-and-dont-410x1024.png\" alt=\"\" class=\"wp-image-445\" srcset=\"https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/01\/feedback-do-and-dont-410x1024.png 410w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/01\/feedback-do-and-dont-120x300.png 120w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/01\/feedback-do-and-dont-768x1920.png 768w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/01\/feedback-do-and-dont.png 800w\" sizes=\"auto, (max-width: 410px) 100vw, 410px\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<h2 class=\"has-text-color wp-block-heading\" id=\"tips-for-effective-feedback-video-1-23-minutes\" style=\"color:#ec1b08\">Tips for Effective Feedback (video 1:23 minutes)<\/h2>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-4-3 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"6 Teacher-Approved Tips for Faster, More Effective Feedback\" width=\"584\" height=\"438\" src=\"https:\/\/www.youtube.com\/embed\/HsG0hrhtFlA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<ul id=\"block-4a2a1bba-bac6-4f99-91ac-090960ac7928\" class=\"has-background wp-block-list\" style=\"background-color:#ddfab3\"><li><strong>Assess Less:<\/strong> Limit the learning goals to one skill or standard at a time and focus on it. Giving fewer, yet higher quality assessments reduces grading time and is easier for students to internalize.<\/li><li><strong>Grade as they go:<\/strong> Have students submit small sections of a larger assignment. It&#8217;s more manageable for both the student and teacher. You can catch misconceptions sooner.<\/li><li><strong>Record it:<\/strong> Record your feedback verbally in Canvas or with voice-to-text feature for google docs. Remember to edit before you submit. <\/li><li><strong>Automate comments:<\/strong>  Often similar mistakes are made for an assignment.  Make a go-to-list of deeper thinking questions and comments that focus students on the task.<\/li><li><strong>Feedback Partners:<\/strong>  Assign partners for peer assessments. Establish a culture where peer feedback is the norm. Model how to provide feedback emphasizing the task, not the person. Provide sentence stems and practice how to do it.<\/li><li><strong>Self-Assessment:<\/strong> Include student reflection on learning as part of the assignment. They need to actively reflect on what they learned and how they can apply it to future learning.<\/li><li><strong>Give Students Choice:<\/strong>   If the same skill\/standard is assessed multiple times then have the student choose their best work to submit for grading.  Include a self-reflection about why they chose it.<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"if-you-re-still-hungry-for-more\">If you&#8217;re still hungry for more&#8230;<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/www.edutopia.org\/article\/3-ways-encourage-coasting-students-reach-their-full-potential\"><strong>3 Ways to Encourage \u2018Coasting\u2019 Students to Reach Their Full Potential<\/strong><\/a><\/li><li><a href=\"https:\/\/www.edutopia.org\/blog\/tips-providing-students-meaningful-feedback-marianne-stenger\"><strong>5 Research-Based Tips for Providing Students with Meaningful Feedback<\/strong><\/a><\/li><li><a rel=\"noreferrer noopener\" href=\"https:\/\/www.edutopia.org\/article\/how-help-students-focus-what-theyre-learning-not-grade\" target=\"_blank\"><strong>Teaching Kids to Give and Receive Quality Peer Feedback<\/strong><\/a><\/li><li><strong><a href=\"https:\/\/www.edutopia.org\/article\/fast-and-efficient-ways-provide-feedback\" data-type=\"URL\" target=\"_blank\" rel=\"noreferrer noopener\">Fast and Efficient Ways to Provide Feedback<\/a><\/strong><\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>When thinking about feedback, I am reminded of the hours spent writing detailed comments on science labs. In my mind, I pictured students looking at the comments and thoughtfully using the suggestion for improvement.&nbsp; Often I watched students skim the &hellip; <a href=\"https:\/\/blogs.bend.k12.or.us\/dean.richards\/2022\/02\/03\/feedback-vs-feed-forward\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":10,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-412","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts\/412","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/comments?post=412"}],"version-history":[{"count":55,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts\/412\/revisions"}],"predecessor-version":[{"id":578,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts\/412\/revisions\/578"}],"wp:attachment":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/media?parent=412"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/categories?post=412"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/tags?post=412"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}